Welcome to DT & Engineering Teaching Resources

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cropped-dtengineering-logo-square-1.jpgDesign Technology & Engineering Teaching Resources is the home of quality professional teaching & learning resources dedicated to Design Technology (DT) and Engineering.

In the spirit of the Society for Education and Training’s professional standard on collaboration this website was set up to share ideas with other teachers and educators in the design technology and engineering subject field.

6) Build positive and collaborative relationships with colleagues and learners

20) Contribute to organisational development and quality improvement through collaboration with others

Education and Training Foundation’s Professional Standards

Check out our resources on TES

 

 

One Year Membership to all our resources

Access to over 150 resources for one year! Design Technology & Engineering Teaching Resources is the home of quality professional teaching & learning resources dedicated to Design Technology (DT) and Engineering. One Year Membership to all our resources. Have access to all our resources for one year. Receive new resources created within your membership year is also included.

£200.00

6 months Membership to all our resources

Access to over 150 resources for six months! Design Technology & Engineering Teaching Resources is the home of quality professional teaching & learning resources dedicated to Design Technology (DT) and Engineering. 6 months Membership to all our resources. Have access to all our resources for one year. Receive new resources created within your membership 6 months is also included.

£120.00

One Month Membership to all our resources

Access to over 150 resources for 1 month! Design Technology & Engineering Teaching Resources is the home of quality professional teaching & learning resources dedicated to Design Technology (DT) and Engineering. 1 month Membership to all our resources. Have access to all our resources for 1 month. Receive new resources created within your membership month is also included.

£25.00

Once payment is made, you will be mailed the password and you can access the resources here:

Teaching Resources Members

DT & Engineering Blog: Are you ready for the new Design and Technology GCSE (9-1)?

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Below are the books that I recommend you buy in order to prepare for the new Design and Technology GCSE (9-1):

AQA GCSE (9-1) Design & Technology 8552

AQA GCSE (9-1) Design and Technology: Textile-Based Materials

AQA GCSE (9-1) Design and Technology: Paper and Boards

New Grade 9-1 GCSE Design & Technology AQA Revision Guide

AQA GCSE Design & Technology All-in-One Revision and Practice (Collins GCSE 9-1 Revision)


AQA GCSE (9-1) Engineering

 

Curriculum, Teaching and Assessment

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Curriculum, Teaching and Assessment

Class Teaching

This year, the Durrington Research School Team have been working on producing a new ‘Curriculum, Teaching and Assessment Policy’.  The aim of this policy is to ensure that through curriculum, teaching and assessment all students, especially those in at-risk sub-groups, will:

  1. Make significant academic progress over their 11 years at school.
  2. Develop and retain the knowledge (declarative i.e. knowledge you can think about and say and procedural i.e. knowledge you can do) and cultural capital (including relevant tier two and tier three vocabulary) that will enrich their experience and empower them to access, the next stage of their education, find suitable employment and participate in a democratic society.
  3. Value learning for its own sake and develop a range of skills, aptitudes and personal qualities to take into life. These will include non-cognitive skills (such as resilience, working with others, acceptance of feedback and kindness), metacognitive skills (such as…

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How can we measure and report progress meaningfully?

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How can we measure and report progress meaningfully?

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As we continue to develop our system-wide thinking about assessment, it’s important that teachers and leaders understand the underlying concepts we’re dealing with.  In order to motivate and challenge all students, it makes good sense to try to distinguish between attainment and progress.  This allows us to give value to students making strides with their learning regardless of their starting point.  Schools have made valiant efforts to develop assessment language and processes to measure progress and to report this to parents.  Not everyone can get the top marks but everyone can make progress.  That’s the idea.  But does it work?

The idea of progress only works if we’re clear about what it means – and only if we give it the weight the concept can sustain.

If we have something absolute like the time it takes to run a 5K race or how far we can jump in long jump…

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#Unpromoted

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#Unpromoted

Scenes From The Battleground

There is a lot of debate in teaching around who speaks for teachers. Classroom teachers are often given very little freedom to express opinions. At times, believing a particular ideology is treated as almost part of the job description. Often union leaders, educationalists and headteachers are treated as if they speak for the profession, even though there are often huge differences between their perspective and those of somebody teaching year 9 on a Friday afternoon.

At its absolute worst we have:

  • Attempts to silence teachers who dare express views that aren’t those of the education establishment.
  • Organisations who are set up to represent teachers, but are actually dominated by non-teachers and/or managers.
  • “Gatekeepers” who may allow teachers to play a part in public debate or in educational research, but only if they are the right sort of teachers.
  • A culture where leaving the classroom, or taking on other responsibilities, can…

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Year 7 and the joy of learning new subjects

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Year 7 and the joy of learning new subjects

Class Teaching

When we are not daydreaming of sun-kissed vacations in La Rochelle and Tuscany, June and July is the time that we begin turning our attention towards the next academic year. This year, I am aiming to place more attention than ever before on my opening lessons with Year 7. The start of secondary school is a critical time and it is important that our new recruits get off to a flying start.

There is a well-described dip in performance and progress between Key Stage 2 and Key Stage 3. This dip is not fully understood. It is probably caused by a number of interlinked factors: changes in social groupings; changes in routines; the switch from a single teacher to discrete subjects; the differing emphasises of primary school and secondary school; and the onset of adolescence and the cognitive and emotional changes that come with it.

The subject matter, ideas and…

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